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Summary of the impact

This case study focuses on the prison writing of Alan Smith, Senior
Lecturer in Creative Writing (2005-), at the University of Northampton
(UN), about his experiences of teaching philosophy and English at Her
Majesty's Prison (HMP) Wellingborough (1998-2012). Beneficiaries have
included prisoners and their families, public institutions, charities and
media providers. Smith's teaching and research programmes have impacted on
individual prisoners' lives and on the general public by informing civic
debate and influencing policy makers' thinking. His publications have
stimulated an awareness of the importance of education in the prison
environment, and encouraged sustained reflection about rehabilitation
among prison staff, third sector organisations, and the Ministry of
Justice.

Underpinning research

Smith writes socially engaged, self aware and entertaining narratives
about teaching in prison by drawing on his creative writing background,
and adapting to non-fiction many narrative techniques honed in his
literary thrillers, Big Soft Lads (3.1) and What About Me?
(3.1). He began by using embedded, practice-based research and by 1998 was
recording in `Reflective Sketchbooks' observational processes, interviews
with prisoners, drafts of stories, and notes of events. This writing
resource was the basis for a play written about incarceration in asylums
(3.2); research papers for The Philosopher's Magazine (3.3) and Theoretical
Criminology (3.4); a series of newspaper columns for the Times
Educational Supplement (5 June 1998), The Scotsman (5 July
2000) and the Education section of The Guardian (3.5, 10 April
2001 - 8 April 2013) and recently a memoir drawing on his prison
experiences (3.6). While Smith notes sociological and empirical detail,
his methodology remains rooted in his creative writing practice, in which
he `performs' authorship by combining a prison teacher persona with a "bleeding
heart liberal" (3.7, p. 118). This reflective process of authorial
performance, designed to engage a wide, non-academic audience for research
findings, is best developed in Smith's journalism, particularly his
columns for The Guardian (3.5). Underscoring his playful approach
which stylistically refines and lightens the serious, socially challenging
content, Smith says, "I am not unconcerned with truth but I have to
acknowledge that my concern for impact, dramatic effectiveness, the
aesthetic form and language are often my foremost considerations."
(3.7, p. 119)

Smith's experiential research, developed during his time as a
schoolteacher in comprehensive schools and in his work as Advisory Teacher
for English (Northants Education Authority, 1990-1991), advanced the
social perspectives and widened the scope of the pedagogic techniques
which informed his teaching practice in prison. It also made possible the
intellectual and empirical framework required for commentary and critical
reflexiveness. Similarly, his formal research training in Philosophy of
Education established the mode of critical self-appraisal employed as a
keystone of both his literary fiction and journalism. This
multidisciplinary research methodology was embedded in his work at HMP
Wellingborough, his lecturing at the University of Leicester (1998-2000)
and in the writing workshops he convened for Corby Social Services Mental
Health Unit (2001).

Smith was an invited panellist in `Perspectives on Prison', at the 2010
British Association of Criminology conference (3.8), while regular
conference presentations in America confirm the wider relevance of his
model of `prison narratives' and the international status of his
scholarship as recognised through peer review: attendances at three
SW/Texas American Popular Culture conferences (3.9) were funded (each at
£1300) by UN. Subsequently, Smith was awarded by Rollins College, Winter
Park, Orlando, the scholarship, TP Johnson Visiting Distinguished
Artist/Scholar ($5000 plus travel and living expenses, 22 October - 1
November 2012); and by the University of Central Oklahoma $5000 to deliver
the keynote address, `Telling Stories about Prison', and to give guest
seminars to English/Journalism students in the University's `Passport to
England Programme' (2 - 23 November 2012).

Details of the impact

Educational Impact

The educational impact of Smith's prison writings is measurable in the
precedent they have set for revising prison curricula, addressing prison
staff attitudes, and considering issues of prisoner rehabilitation. The
Education Manager at HMP Wellingborough concurred that the prestige gained
by inmates appearing in Smith's writings enhanced the reputation of Arts
and Humanities teaching in HMP Wellingborough, helped external
dissemination of information about its educational work, reinforced
positive standards of prisoner behaviour and encouraged education in
rehabilitation (5.1).

In an environment of emotional toughness dominated by masking and
controlling emotion, Smith's classes provided prisoners with an important
respite: "discussions of religion and politics took place between
prisoners with wildly different perspectives without tension or
reprisal." (3.4, p. 14) His pedagogical aim — "to create a space
within his classroom that was as un-carceral as possible" (3.4, p.
6) — increased prisoners' self-esteem and helped them survive prison life.
Many completed Open University modules in prison; some, upon release,
studied at Bath Spa University, Coleg Harlech, University College
Falmouth, and Oxford Brookes University. One has lectured at Manchester
University. Although the impact of Smith's programmes cannot be quantified
(he has been discouraged from maintaining contact with former prison
students by the Ministry of Justice), qualitative data testifies to their
profound significance. For one inmate, his Guardian articles
altered his family's perceptions of prison, helping his readjustment to
life after release: "The fact that ... I know that people like Alan
exist and are trying to tell that story helped get me through ... a
knock back or a `no' from an employer or society." (5.2, testimonial
20 July 2012) Another who will complete his University of Cambridge
doctorate in 2013 says: "Smith has been both an innovator in the field
of prison education and a source of encouragement and inspiration for
many prisoners who may not have had much success in traditional
education." (5.2, testimonial 18 April 2013).

Smith's research has gained recognition through the concept of `prison
narratives', or rehabilitation through narrative as creative practice,
instigated at the `Prison Narratives' colloquium he convened at the UN
(June 2010), where criminologists and prison educationalists spoke to
approximately 30 students, staff, criminologists and members of the
Writers in Prison Network (5.3). Further educational impact is measurable
through another UN public event arranged in collaboration with the then
writer-in-residence at HMP Leicester and the Project Manager of the The
Anne Frank Trust Prison Project, attended by 18 (5.4). Smith's
prison-based practice has also been adopted by a UN PhD student, who works
on performance-based projects with male and female prisoners via her
organisation, The Ministry of Untold Stories.

Policy Change and Third Sector Impact

Smith's writings on prison have reached UK prison policy-makers and third
sector organisations, and contributed to individual and institutional
thinking about attitudes to prison education, thereby increasing public
engagement. The Prison Education Trust (5.5) has cited his writings,
notably his assertion of the case for education rather than training in
prison. According to a representative from the Ministry of Justice,
journalists have read Smith's articles or are directed to read them by her
department; a Labour government minister (2007-2010) read them, "whenever
they appeared and appreciated their unique insight into the prison
world." (5.6) For the Education Guardian editor,
Smith sets, "a high example to journalists through the power of his
story telling and characterisation." (5.6) Equally, the Project
Manager at the Anne Frank Trust Prison Project, whose activities are
mentioned in Smith's column, `Prisoners need a space in which to be
themselves' (The Guardian, 4 July 2011), said he "used this
article alongside our own publicity material at meetings with prisons."
(5.7)

Public Engagement

Smith's newspaper columns have also reached global readerships through The
Guardian website (monthly impressions are estimated at 528,293,401).
For examples of how his liberal agenda has provoked readers' opinions and
increased public visibility of prison issues, see responses to `The prison
philosophers debate their right to vote' (The Guardian, 21 February
2011, 10 comments); `In prison, food is all about self-esteem' (The
Guardian, 18 June 2012, 79 comments) and `In prison, education is a
route to self-respect' (The Guardian, 8 April 2013, 10 comments).
Smith's growing eminence among US audiences is evidenced by his interview
on Oklahoma City Public Service Radio on 25 October 2012 (5.8).
Furthermore, the impact of his work is sustainable beyond the REF census
date. He was interviewed for North Carolina Public Radio (5.9, a Top 5
`Most Popular Stories' online the week following its 5 August 2013
broadcast), addressed the Saint Louis University Prison Education
Programme, which provides educational opportunities to prison staff and
prisoners in Missouri (October 2013), and plans to adapt his prison
memoirs into a Hollywood film.

(5.3) Smith, Alan with representatives of the Writers in Prison Network
and The Cambridge Institute of Criminology, `A Colloquium on Prison
Narratives' (The University of Northampton School of the Arts, 28 June
2010).

(5.4) Smith, Alan with the Writer-in-Residence at HMP Leicester and The
Project Manager at The Anne Frank Trust Prison Project, `Storytelling in
Prison' (A University of Northampton School of the Arts Public Outreach
Event, 18 June 2013).

(5.8) Smith, Alan, `Spotlight on the Arts: Interview with KCSE
Radio' (Oklahoma: KSCE Radio, University of Central Oklahoma, 25 October
2012). To see details of this interview:http://nectar.northampton.ac.uk/5258/
Accessed: 29.05.2013.